A Case Study On The Effect Of Problem Solving For Self-monitoring Strategies For Primary Mathematics Students With Learning Disabilities

The Primary Mathematics students with learning disabilities showed normal intelligence or above normal levels, but lower math scores, not because of other disorders or environmental factors. Mathematical problem solving is the real part and the heart in mathematics, many studies show that Primary Mathematics students with learning disabilities are more on their performance in math problem solving, but the mathematical ability are extremely important to solve everyday life issues, also the basis for learning science, so it should be to improve the problem solving ability for the Primary Mathematics students with learning disabilities in mathematics. self-monitoring strategies is a part in the metacognitive strategy, the steps are similar to the steps of mathematical problem solving, and it help to chemistry, language, secondary math in the ordinary school, and to prove the behavior problems of children with special needs, so try it for Primary Mathematics students with learning disabilities on the Mathematical problem solving. Therefore, the purpose of this study was to investigate the effects of self-monitoring strategies on Primary Mathematics students with learning disabilities math achievement.The purpose of this study was to investigate the effects of self-monitoring strategies on primary mathematics students with learning disabilities math achievement. the withdrawal of single subject research design and interview was employed in this study.The subject in the third grade regular classes in ordinary schools. He was taught through self-monitoring to decrease his self-monitoring strategies acquisition scores and to enhance his math achievement. He accepts the five stages during the three experimental treatments, three periods were: baseline (A), intervention period (B), the maintenance period (A1), consists of three stages of the intervention period. there is only have observation and assessment in the Baseline; he accept the teaching of self-monitoring strategies, and in the evaluation after each teaching in the intervention period; The maintenance period would appear a week later, it would removal the teaching intervention in the maintenance period, only have observation and assessment. The data collected were analyzed by using visual analysis and C statistical, combined with strategies for teaching self-monitoring of individual cases before and after the qualitative analysis of problem solving processes. The results of this study were as follows:(1) The self-monitoring strategy succeeds in facilitating the Primary Mathematics students with learning disabilities'scores of self-monitoring strategy.(2) The self-monitoring strategy had maintenance effects in the Primary Mathematics students with learning disabilities in the removal of the teaching self-monitoring strategies.(3) The self-monitoring strategy succeeds in facilitating the Primary Mathematics students with learning disabilities'scores of math achievement.(4) The math achievement had maintenance effects in the Primary Mathematics students with learning disabilities learning disabilities in the removal of the teaching self-monitoring strategies.